The Val Verde Unified School District of Perris, California is promoting a school event for black parents only, saying they want black parents to have a larger impact and influence on school curriculum.
A local California activist, Oliver Petty, is running the event.
The event will consist of 7 meetings, which will allow black parents to “share their experiences” and give “input into how the district should alter its curriculum.”
According to flyers promoting the event, the first and second meetings, which recently took place, allowed black parents to share “lived experiences” with each other and set future goals for kids.
“After a deep dive into the feel of our community and the challenges faced within the district, it is time to evaluate and share with the cabinet and those in positions who can actually create change tailored to your collective needs and demands. Let’s not sugarcoat what you need or want to see change,” one flyer reads.
The third meeting “told parents that their input would help the school district make changes to the curriculum and programs being offered.”
“We also desire to learn about any specific programs you believe would be most effective to your child’s academic success or potentially adjust programs currently offered,” the flyer said.
A district teacher, speaking on the condition of anonymity, said that the district is “already embedding ethnic studies classes into 11th-grade U.S. History classes and 10th-grade literature classes.”
The teacher also said that the district will soon rename “U.S. History” and instead call it “Race and Gender in U.S. History.”
The class will be broken down into four themes: culture, barriers/social stratification, bias, and activism.
Culture will “look at the nature of race, ethnicity, class, gender, language, societal norms, and values as methods for the development of a self and/or cultural identity.”
Barriers/social stratification will focus on “How do disenfranchised individuals resist against unjust societal norms and/or laws?”
Bias will focus on teaching students to “understand the concept of institutionalized biases and how they lead to social inequalities.”
Activism will encourage students to develop “civics-oriented projects to address social inequalities that exist within their local communities,” and instructors will encourage students to “promote social awareness and social activism.”